Master of Education in School & Applied Child Psychology

Application Requirements

• A minimum of 18 credits in psychology, educational psychology, or special education and related disciplines.
  • In special cases, strong academic indicators (e.g., recent upper‑level coursework, academic references) may be considered.
• CNPS 362 (Basic Interviewing Skills) or an equivalent undergraduate course
  • See approved equivalency options here (only the CNPS 362 section applies to this program)
• Undergraduate coursework in human development
• Senior-level undergraduate coursework in statistics
• Evidence of suitability for professional work with school-aged populations, including successful work experience with school-aged populations, school- based experience, and/or teacher certification.

The GRE is not required. For information regarding English Language Proficiency requirements refer to English Language Proficiency Requirements.

Conditional Acceptance

Applicants who are missing one or more prerequisites may be considered for conditional acceptance, pending successful completion of the required coursework before the program begins or within Year 1.

We are currently aiming to intake 20–30 students.

The residency is anticipated to take place during the second summer of the program (typically July) at UBC Vancouver. It will consist of approximately two weeks of full-time, in-person instruction focused primarily on cognitive and academic assessment. Students should expect full-day sessions that include demonstrations, supervised practice, and feedback while learning to administer and interpret commonly used standardized assessment tools.

Many students are expected to continue working, particularly during the first two years of the program. However, the program represents a significant time commitment. Students typically complete one to two courses per term, with each 3-hour class requiring an additional 3–6 hours per week for readings, assignments, and independent study. Practicum responsibilities will also increase over time. Part-time employment is generally feasible, but full-time employment may become challenging, particularly during practicum and is generally not recommended.

The internship occurs during the third year of the program and is expected to be a full-time placement over approximately one academic year. Whether internships are paid depends on the placement site. Many BC school districts provide paid internships (often around 0.8 FTE) while allowing the remaining time for supervision (approximately 0.2 FTE). Compensation and employment arrangements vary by district or agency.

We encourage applicants to begin exploring potential practicum sites and supervisors before entering the program whenever possible, but it is not a requirement. However, applicants who already have support from a school district or potential supervisor may have an advantage in planning their field experiences. Ideally, students will have identified a potential placement by the beginning of the first year. This allows sufficient time to establish partnerships and complete any necessary agreements before practicum begins in Year 2 and internship in Year 3. The cohort advisor can provide guidance throughout this process, but students are encouraged to work collaboratively with local school districts or community agencies and initiate communications.

Potentially. Students may be able to complete practicum or internship experiences outside Canada, including in the United States, provided the placement meets the program’s educational requirements and appropriate supervision can be arranged. Prospective students interested in an international placement are encouraged to discuss their circumstances with the program early, as placement approval will depend on factors such as supervision, scope of practice, licensing requirements, and the ability to meet the program’s learning outcomes.

No. This is a structured, cohort-based program offered on a three-year rotation. Students begin the program together at the start of Year 1 and progress through a sequenced set of courses, practicum, and internship requirements. Because of this structure, applicants cannot enter the program part way through or join in Year 2 or Year 3.

The next intake begins in July 2027, with the following intake anticipated in 2030. Applicants who are not admitted to the 2027 cohort, or who are not ready to begin at that time, would normally need to apply for the next available cohort.

The program is designed to prepare graduates for school psychology practice within educational settings. Training emphasizes comprehensive psychoeducational assessment, including cognitive, academic, behavioural, social-emotional, and adaptive functioning. Graduates will be prepared to conduct assessments that inform educational planning and support students with learning disabilities, intellectual disabilities, giftedness, and other mental health conditions that affect learning. Depending on their employment setting, supervision, and the scope of practice for licensed school psychologists in British Columbia at the time of practice, graduates may also participate in assessments related to ADHD, commonly occurring mental health concerns, and other neurodevelopmental or psychological conditions that impact learning. At this time, assessment of autism spectrum disorder (ASD) is not included within the scope of training provided by this program.

The program is being developed with situations like this in mind, and we recognize that supervision models may need to be flexible. We will work with students to explore alternative supervision arrangements, which may include neighbouring school districts, independent schools, educational service agencies, health authorities, or community-based psychologists whose work aligns with the program objectives. In some cases, a combination of local experiences and external supervision may be possible, subject to program and regulatory requirements.

Students in rural or remote communities may be able to complete their field experiences through a combination of local and regional opportunities.

For example:

• Year 1 (Shadowing): Students may complete an intensive shadowing experience during the days their supervising school psychologist is in their community, supplemented by additional shadowing days at a larger regional centre.
• Year 2 (Practicum): Depending on the supervising psychologist’s comfort level and the available learning opportunities, students may be able to complete some practicum activities within their local school district while travelling periodically to another community for additional experiences.
• Year 3 (Internship): In smaller districts, a full-time internship may be completed primarily in a larger neighbouring district or through a hybrid arrangement that combines experiences across locations, provided the placement meets the program’s training and supervision requirements.

Each student’s circumstances will be considered individually. We encourage prospective applicants to begin discussions with their school district early so that potential supervision and placement options can be explored well before the practicum begins.

Depending on available supervision and learning opportunities, practicum experiences may be available in settings such as:

• Independent schools
• Child development or assessment centres
• Community mental health agencies
• Pediatric or developmental clinics
• Indigenous education organizations
• Private psychology practices with a strong child and adolescent assessment focus
• Non-profit organizations serving children, youth, and families

All placements must provide experiences that align with the program competencies and licensing requirements.

Salaries vary across provinces, school districts, qualifications, and years of experience. Because collective agreements are negotiated periodically, salary schedules are expected to change over time. We recommend consulting the current collective agreement for the school district(s) where you intend to work closer to graduation. In British Columbia, school district collective agreements and salary schedules can be found through the BC Public School Employers' Association (BCPSEA) Collective Agreements and Salary Grids. Most public school districts also offer comprehensive benefits, pension plans, and professional development funding. Depending on the district, additional compensation may be available for positions of special responsibility, and some districts may also offer recruitment or retention incentives for hard-to-fill or rural and remote positions.

We anticipate welcoming applications from both domestic and international students, provided they meet the program’s admission requirements. However, applicants should carefully consider whether they will be able to complete the required practicum and internship experiences under the supervision of a qualified professional and in accordance with the licensing requirements of the jurisdiction in which they intend to practise. International applicants should also review any applicable visa, study permit, and residency requirements. Additional information will be available prior to the application period.

Yes. Several Canadian institutions currently offer online undergraduate courses that may be considered equivalent to CNPS 362 (Basic Helping Skills). Applicants are responsible for ensuring they meet the prerequisite requirements before beginning the program. Because course offerings and equivalencies may change over time, we recommend consulting the program website for the most up-to-date information on acceptable options. While we are unable to provide formal pre-approvals of individual courses before an application is submitted, the Admissions Committee will review prerequisite coursework as part of the admissions process. At the time of writing, examples of online options include courses offered through Thompson Rivers University (HMUS 1611) and George Brown College. These examples are provided for convenience and may change over time.

Yes. We anticipate that students from across Canada will be eligible to apply. If you plan to remain in your home province while completing the program, you should be prepared to attend synchronous online classes, which may occur quite late in the evening depending on your time zone. You will also be required to travel to UBC Vancouver for the mandatory two-week in-person residency during the second summer. In addition, you will need to arrange an appropriate practicum and internship placement in your local community that meets the program’s supervision and training requirements. If you are considering relocating to British Columbia, there are a number of communities outside Metro Vancouver that offer a lower cost of living and may provide opportunities to complete your field experiences.

In general, we do not pre-approve courses or conduct formal transcript reviews before an application is submitted. Applicants are encouraged to apply if they believe their academic background aligns with the admission requirements.

It is the applicant’s responsibility to show how their coursework meets the stated prerequisites, particularly when courses come from related fields such as social work, nursing, special education, or other helping professions.

Admission decisions, including the evaluation of prerequisite coursework, are made by faculty as part of the admissions review process. For applicants who advance in the process, transcripts are reviewed to determine whether requirements in areas such as psychology, education, child development, statistics/research methods, and counselling skills have been met. In some cases, applicants may be asked to provide course syllabi to support this review.

While there is some flexibility in evaluating related coursework, certain prerequisites are tied to required program courses and must meet specific standards. Final determinations about course equivalency are made by the admissions committee and, where applicable, by the academic units responsible for prerequisite approval.

Because course content, level, and academic context vary considerably across institutions, we are unable to provide definitive equivalency decisions before an application is submitted.

The M.Ed. is a practitioner-focused professional program designed primarily to prepare graduates for school-based psychological practice. In contrast, the MA and PhD place greater emphasis on research and scholarship and may prepare graduates for a broader range of roles, including academia, research, leadership, and clinical practice. Students should choose the pathway that best aligns with their career goals.